Questions and Comments on the Beyond Connecting The Dots Concept
The concept of Beyond Connecting The Dots (BCTD) challenges the authors to integrate technology, Systems Thinking and System Dynamics by using computer software, words, diagrams, images, models and simulations. Of the numerous parts of the concept of BCTD, I particularly reevaluated the following:
Why does an interactive BCTD have many pages of text like a traditional book?
Why not write less and put more time and effort into the interactive aspects of BCTD?
Why not position BCTD as an experience with systems, for the owner to solve real world problems, by creating their own solution using model simulation?
Why not have the first thing the new owner of BCTD do is experience a model simulation?
When emphasis is placed on static words and diagrams, the reader looses interest quickly unless the story is compelling. Engaging the BCTD owner immediately in an interactive environment begins to make the systems concepts stick. A traditional book about problem solving using simulation and modeling has been done before. As of August 2013, no one has built an interactive application for the iPad where an owner can experience a model simulation and create their own solutions. What a great opportunity to make mistakes in a risk free environment.
Learning happens when students make mistakes and learn from their mistakes. Putting the wrong answer on a standardized test is not a learning environment. BCTD as an interactive experience is a learning environment made to stick.
The question of how BCTD structure and function varies from a traditional book remains a central issue. At the beginning of the Kickstarter project, there were many expectations and assumptions. After months of difficult work by the authors, communication with the sponsors and feedback by the sponsors, BCTD has progressed from an idea to something concrete. BCTD stimulated immediate comments and avid discussion.
We realize now that some of the basic assumptions about BCTD affected our mental model of what we expected from the authors. These original assumptions conflict with the view of the current concept of BCTD and the opportunity to influence how students learn. Briefly, these assumptions include: (1) BCTD is a book; (2) BCTD uses words, diagrams and images to communicate; (3) BCTD has two authors; (4) BCTD has an interactive component that supplements the text of the book.
The aim of this paper is to suggest modifications to the basic concept of BCTD. First, I would like to stress that I accept many parts of the BCTD as they stand and respect the systems knowledge and ideas that Scott and Gene have compiled in their current framework.
General References
Before I deal with the four basic assumptions above, a few general references. From the Kickstarter Project description:
An interactive book on Systems Thinking, Modeling and Simulation.
The project will develop an extensive and accessible book on Systems Thinking and Modeling.
An especially exciting part of the project is the revolutionary technology we developed to enable the eBook version to be a "living" book. Models and exercises discussed in the book will be embedded directly in the eBook allowing you to experiment with the models on the exact same page where you read about them.
In the current version of the Preface: “Beyond Connecting the Dots enables us to develop a better understanding of the world around us, why this understanding is so important to us in our daily lives, and how we can all can benefit from the understanding.”
Then in the Chapter on Patterns: “What you learn, and your capacity to learn, serves as a basis for everything you do in life.”
General Comments
The words from the Kickstarter Project described an ideal BCTD and caught my attention. I thought of an iPad application with interactive simulations of models to enable a systems student to learn outside the regular approved curriculum. This sounded revolutionary. Then reality revealed that BCTD had a preface, introduction and was a chapter book just like the Gutenberg bible first printed in 1454. BCTD was a book, how disappointing. I started to loose interest in the project.
Revisiting the online discussion from time to time, I found little to do, even though I had sponsored at the Editor level. I would comment sometimes. I struggled along with everyone else with just what BCTD was going to be.
Producing an eBook would be a low-risk project. You can produce a hardbound book or trade paper version, and still give people all the instructions in writing but without the model simulations. They can read the book and learn in the traditional way.
BCTD defines learning in a way that is in conflict with the existence of the text and diagrams as a book. BCTD tells us that reading this book will not result in learning. Figure 3 is titled: “Experience is the Basis for Learning”
Today we understand more about how the brain works than 30 years ago. In the last 15 years, the body of knowledge about how to teach and learn about systems has expanded exponentially. Why does BCTD feel like a traditional book?
Comments on Basic Assumptions
The first assumption we all made was that BCTD is a book. The Kickstarter Project defined BCTD as a book. This mental model of BCTD is wrong, as all mental models are wrong. Continuing to accept that BCTD is a book will result in a failed project. The sponsors and authors need to call BCTD something else. One suggestion is to refer to BCTD as a flight simulator application for the iPad. Maybe a more creative name is available.
The second assumption we all made was that BCTD uses words, diagrams and images to communicate. This was partly derived from the first assumption, but also was revealed when the first draft of the chapters were published. Hundreds and thousands of years of tradition forced us to use words to teach and expect students to learn by reading. But the words defining learning in BCTD and the technology used, all communicated that words are not the best way to teach and not the best way for people to learn.
The third assumption we all made was that BCTD has two authors. Again this is derived from the first two assumptions. BCTD is a book and a book has one or more authors that write the words. The authors are the authorities and have the knowledge to communicate to students in order for them to learn. Again, all based on tradition. The authors are two teachers lecturing to students, using the book as a way to transmit knowledge remotely. The authors create the models and simulations that have specific answers to problems and exercises. There are right and wrong answers and the authors are the experts imparting their knowledge in a way that no one else can question. BCTD does not need to place all the responsibility for teaching and student learning on the authors in the traditional manner.
Finally, the fourth assumption we all made was that BCTD has an interactive component that supplements the text of the book. Given that the focus of BCTD is a book, written primarily as text to be read and there are two authors, this makes sense as an assumption. Even BCTD has two opposing ideas in one sentence: “In this book you will learn how to develop models and simulations to understand the implications of relations over time.” There is a better way to position BCTD.
In proposing how to position Systems Thinking World, Gene Bellinger wrote: “Insights that represent a deeper understanding which may be used as a basis for addressing situations is a manner more likely to produce the intended results and minimize the unintended consequences.”
Positioning BCTD
BCTD is not a book. BCTD should focus on the user experience of models and simulations. Design BCTD with the user teaching themselves as they experience the models and simulations. BCTD is an interactive application supplemented by links and references to written material. BCTD should have very little text. All the text a user might need to supplement their learning is already online.
The purpose of BCTD should be to engage the user in experiencing dynamic system modeling and simulation to practice gaining insight into why systems behave the way they do.
The concept of Beyond Connecting The Dots (BCTD) challenges the authors to integrate technology, Systems Thinking and System Dynamics by using computer software, words, diagrams, images, models and simulations. Of the numerous parts of the concept of BCTD, I particularly reevaluated the following:
When emphasis is placed on static words and diagrams, the reader looses interest quickly unless the story is compelling. Engaging the BCTD owner immediately in an interactive environment begins to make the systems concepts stick. A traditional book about problem solving using simulation and modeling has been done before. As of August 2013, no one has built an interactive application for the iPad where an owner can experience a model simulation and create their own solutions. What a great opportunity to make mistakes in a risk free environment.
Learning happens when students make mistakes and learn from their mistakes. Putting the wrong answer on a standardized test is not a learning environment. BCTD as an interactive experience is a learning environment made to stick.
The question of how BCTD structure and function varies from a traditional book remains a central issue. At the beginning of the Kickstarter project, there were many expectations and assumptions. After months of difficult work by the authors, communication with the sponsors and feedback by the sponsors, BCTD has progressed from an idea to something concrete. BCTD stimulated immediate comments and avid discussion.
We realize now that some of the basic assumptions about BCTD affected our mental model of what we expected from the authors. These original assumptions conflict with the view of the current concept of BCTD and the opportunity to influence how students learn. Briefly, these assumptions include: (1) BCTD is a book; (2) BCTD uses words, diagrams and images to communicate; (3) BCTD has two authors; (4) BCTD has an interactive component that supplements the text of the book.
The aim of this paper is to suggest modifications to the basic concept of BCTD. First, I would like to stress that I accept many parts of the BCTD as they stand and respect the systems knowledge and ideas that Scott and Gene have compiled in their current framework.
General References
Before I deal with the four basic assumptions above, a few general references. From the Kickstarter Project description:
In the current version of the Preface:
“Beyond Connecting the Dots enables us to develop a better understanding of the world around us, why this understanding is so important to us in our daily lives, and how we can all can benefit from the understanding.”
Then in the Chapter on Patterns: “What you learn, and your capacity to learn, serves as a basis for everything you do in life.”
General Comments
The words from the Kickstarter Project described an ideal BCTD and caught my attention. I thought of an iPad application with interactive simulations of models to enable a systems student to learn outside the regular approved curriculum. This sounded revolutionary. Then reality revealed that BCTD had a preface, introduction and was a chapter book just like the Gutenberg bible first printed in 1454. BCTD was a book, how disappointing. I started to loose interest in the project.
Revisiting the online discussion from time to time, I found little to do, even though I had sponsored at the Editor level. I would comment sometimes. I struggled along with everyone else with just what BCTD was going to be.
Producing an eBook would be a low-risk project. You can produce a hardbound book or trade paper version, and still give people all the instructions in writing but without the model simulations. They can read the book and learn in the traditional way.
BCTD defines learning in a way that is in conflict with the existence of the text and diagrams as a book. BCTD tells us that reading this book will not result in learning. Figure 3 is titled: “Experience is the Basis for Learning”
Today we understand more about how the brain works than 30 years ago. In the last 15 years, the body of knowledge about how to teach and learn about systems has expanded exponentially. Why does BCTD feel like a traditional book?
Comments on Basic Assumptions
The first assumption we all made was that BCTD is a book. The Kickstarter Project defined BCTD as a book. This mental model of BCTD is wrong, as all mental models are wrong. Continuing to accept that BCTD is a book will result in a failed project. The sponsors and authors need to call BCTD something else. One suggestion is to refer to BCTD as a flight simulator application for the iPad. Maybe a more creative name is available.
The second assumption we all made was that BCTD uses words, diagrams and images to communicate. This was partly derived from the first assumption, but also was revealed when the first draft of the chapters were published. Hundreds and thousands of years of tradition forced us to use words to teach and expect students to learn by reading. But the words defining learning in BCTD and the technology used, all communicated that words are not the best way to teach and not the best way for people to learn.
The third assumption we all made was that BCTD has two authors. Again this is derived from the first two assumptions. BCTD is a book and a book has one or more authors that write the words. The authors are the authorities and have the knowledge to communicate to students in order for them to learn. Again, all based on tradition. The authors are two teachers lecturing to students, using the book as a way to transmit knowledge remotely. The authors create the models and simulations that have specific answers to problems and exercises. There are right and wrong answers and the authors are the experts imparting their knowledge in a way that no one else can question. BCTD does not need to place all the responsibility for teaching and student learning on the authors in the traditional manner.
Finally, the fourth assumption we all made was that BCTD has an interactive component that supplements the text of the book. Given that the focus of BCTD is a book, written primarily as text to be read and there are two authors, this makes sense as an assumption. Even BCTD has two opposing ideas in one sentence: “In this book you will learn how to develop models and simulations to understand the implications of relations over time.” There is a better way to position BCTD.
In proposing how to position Systems Thinking World, Gene Bellinger wrote: “Insights that represent a deeper understanding which may be used as a basis for addressing situations is a manner more likely to produce the intended results and minimize the unintended consequences.”
Positioning BCTD
BCTD is not a book. BCTD should focus on the user experience of models and simulations. Design BCTD with the user teaching themselves as they experience the models and simulations. BCTD is an interactive application supplemented by links and references to written material. BCTD should have very little text. All the text a user might need to supplement their learning is already online.
The purpose of BCTD should be to engage the user in experiencing dynamic system modeling and simulation to practice gaining insight into why systems behave the way they do.
Richard Turnock
August 22, 2013